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“No Bats in the Belfry” by Dechaine and Johnson Page 1 by Jennifer M. Dechaine1,2 and James E. Johnson1 1Department of Biological Sciences 2Department of Science Education Central Washington University, Ellensburg, WA NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE Part I – The Basic Question Introduction Imagine going out for a brisk winter snowshoe and suddenly stumbling upon hundreds of bat carcasses littering the forest floor. Unfortunately, this unsettling sight has become all too common in the United States (Figure 1). White-nose syndrome (WNS), first discovered in 2006, has now spread to 20 states and has led to the deaths of over 5.5 million bats (as of January 2012). WNS is a disease caused by the fungus, Pseudogymnoascus destructans. Bats infected with WNS develop white fuzz on their noses (Figure 2, next page) and often exhibit unnatural behavior, such as flying outside during the winter when they should be hibernating. WNS affects at least six different bat species in the United States and quickly decimates bat populations (colony mortality is commonly greater than 90%). Scientists have predicted that if deaths continue at the current rate, several bat species will become locally extinct within 20 years. Bats provide natural pest control by eating harmful insects, such as crop pests and disease carrying insect species, and losing bat populations would have devastating consequences for the U.S. economy. Researchers have sprung into action to study how bats become infected with and transmit P. destructans, but a key component of this research is determining where the fungus came from in the first place. Some have suggested that it is an invasive species from a different country while others think it is a North American fungal species that has recently become better able to cause disease. In this case study, we examine the origin of P. destructans causing WNS in North America. Some Other Important Observations • WNS was first documented at four cave sites in New York State in 2006. • The fungus can be spread among bats by direct contact or spores can be transferred between caves by humans (on clothing) or other animals. • European strains of the fungus occur in low levels across Europe but have led to few bat deaths there. • Bats with WNS frequently awake during hibernation, causing them to use important fat reserves, leading to death. No Bats in the Belfry: The Origin of White- Nose Syndrome in Little Brown Bats Figure 1. Many bats dead in winter from white-nose syndrome. NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE “No Bats in the Belfry” by Dechaine and Johnson Page 2 Questions 1. What is the basic question of this study and why is it interesting? 2. What specific testable hypotheses can you develop to explain the observations and answer the basic question of this study? Write at least two alternative hypotheses. 3. What predictions about the effects of European strains of P. destructans on North American bats can you make if your hypotheses are correct? Write at least one prediction for each of your hypotheses. Figure 2. White fuzz on the muzzle of a little brown bat indicating infection by the disease. NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE “No Bats in the Belfry” by Dechaine and Johnson Page 3 Part II – The Hypothesis As discussed in Part I, researchers had preliminary data suggesting that the pathogen causing WNS is an invasive fungal species (P. destructans) brought to North America from Europe. They had also observed that P. destructans occurs on European bats but rarely causes their death. Preliminary research also suggested that one reason that bats have been dying from WNS is that the disorder arouses them from hibernation, causing the bats to waste fat reserves flying during the winter when food is not readily available. These observations led researchers to speculate that European P. destructans will affect North American bat hibernation at least as severely as does North American P. destructans (Warnecke et al. 2012). Questions 1. Explicitly state the researchers’ null (H0 ) and alternative hypotheses (HA) for this study. 2. Describe an experiment you could use to differentiate between these hypotheses (H0 and HA). NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE “No Bats in the Belfry” by Dechaine and Johnson Page 4 Part III – Experiments and Observations In 2010, Lisa Warnecke and colleagues (2012) isolated P. destructans fungal spores from Europe and North America. They collected 54 male little brown bats (Myotis lucifugus) from the wild and divided these bats equally into three treatment groups. • Group 1 was inoculated with the North American P. destructans spores (NAGd treatment). • Group 2 was inoculated with the European P. destructans spores (EUGd treatment). • Group 3 was inoculated using the inoculation serum with no spores (Control treatment). All three groups were put into separate dark chambers that simulated the environmental conditions of a cave. All bats began hibernating within the first week of the study. The researchers used infrared cameras to examine the bats’ hibernation over four consecutive intervals of 26 days each. They then used the cameras to determine the total number of times a bat was aroused from hibernation during each interval. Questions 1. Use the graph below to predict what the results will look like if the null hypothesis is supported. The total arousal counts in the control treatment at each interval is graphed for you (open bars). Justifiy your predictions. 2. Use the graph below to predict what the results will look like if the null hypothesis is rejected. The total arousal counts in the control treatment at each interval is graphed for you (open bars). Justify your predictions. Null Supported Total Arousal counts Interval Null Rejected Total Arousal counts Interval NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE “No Bats in the Belfry” by Dechaine and Johnson Page 5 2 Credits: Title block photo by David A. Riggs (http://www.flickr.com/photos/driggs/6933593833/sizes/l/), cropped, used in accordance with CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0/). Figure 1 photo by Kevin Wenner/Pennsylvania Game Commision (http://www. portal.state.pa.us/portal/server.pt/document/901415/white-nose_kills_hundreds_of_bats_in_lackawanna_county_pdf ). Figure 2 photo courtesy of Ryan von Linden/New York Department of Environmental Conservation, http://www.flickr.com/photos/usfwshq/5765048289/sizes/l/in/ set-72157626818845664/, used in accordance with CC BY 2.0 (http://creativecommons.org/licenses/by/2.0/deed.en). Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally published February 6, 2014. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work. Part IV – Results Figure 3 (below) shows the real data from the study. There is no data for interval 4 bats that were exposed to the European P. destructans (gray bar) because all of the bats in that group died. Questions 1. How do your predictions compare with the experimental results? Be specific. 2. Do the results support or reject the null hypothesis? 3. If the European P. destructans is causing WNS in North America, how come European bats aren’t dying from the same disease? References U.S. Fish and Wildlife Service. 2012. White-Nose Syndrome. Available at: http://whitenosesyndrome.org/. Last accessed December 20, 2013. Warnecke, L., et al. 2012. Inoculation of bats with European Geomyces destructans supports the novel pathogen hypothesis for the origin of white-nose syndrome. PNAS Online Early Edition: http://www.pnas.org/cgi/ doi/10.1073/pnas.1200374109. Last accessed December 20, 2013. Figure 3. Changes in hibernation patterns in M. lucifugus following inoculation with North American P. destructans (NAGd), European P. destructans (EUGd), or the control serum. Interval Total Arousal counts

MAT3323 Assignment 3 Semester 3, 4236 Weight: 42% Total marks: 52 Due date: Friday 6 April, 4236 45:77 AEST Submission • The assignment will be electronically submitted via StudyDesk. • You are to submit your assignment as a Portable Document Format (PDF/A) file. Word files will not be accepted by the system. Instructions on how to save a Word 4232 document in PDF/A format are included on page 7. • Hand-written and scanned assignments are perfectly acceptable, as long as they are submitted as a PDF file. You just need to ensure that the resulting scanned assignment is clearly legible. • If you choose to typeset your assignment you must ensure that all mathematical notation etc. follow standard mathematical conventions. The Learning Centre has some quick tip guides to typing Mathematics in Word (if you really need to typeset your assignment!). • If you have trouble submitting your assignment etc., please contact the examiner (mat3323@www.sci.usq.edu.au.) or via phone ASAP. Assignment instructions • Show full working for each question. Give the marker every opportunity to see how you obtained your answers. Your mathematical reasoning is just as important as the final answer. Australian Eastern Standard Time MAT3323 S3 4236 Question 3 [38 marks] Everything stored on a computer is expressed as a string of bits. However, different types of data (for example, characters and numbers) may be represented by the same string of bits. For this question, we assume that text characters (or symbols) are stored in :-bits. Table 3 maps the 34: ASCII characters to a hexadecimal value representing the state of these : bits. For example, from Table 3 the character ‘A’ has the hexadecimal value 41. Converting this hexadecimal value to binary gives the state of the :-bits (01000001) storing the character ‘A’. In this computer, numbers are stored in 34-bits. We will also assume that for a floating point (real) number, 8 of these bits are reserved for the mantissa (or significand) with 2k−1 − 1 as the exponent bias (where k is the number of bits for the characteristic). For example, the string of 46-bits 001101100011100100110101 in our computer might represent the three characters ‘8;7’ (i.e. 3×:-bits) or two numbers (2×34-bits), which will be different depending on whether the numbers are stored as integers (i.e. 867 and −1739 if integers) or as floating point numbers (0.13671875 and −0.00040435791015625 if floating point). More precisely, any floating point number between 0.13671875 and 0.140625 will have the same 34-bit pattern, in this not very accurate scheme. Similarly, any floating point number between −0.00040435791015625 and −0.0004119873046875 will also have the same 34-bit pattern. i) Find the computer representation for the negative integer −1215. ii) Find the computer representation for the negative floating point number −1215. iii) Is the number stored in Question 3(ii) exact? If not what is the actual number stored? iv) Find the bit pattern required to store the five characters ‘-3437’. The remaining parts of Question 3(v–ix) refer to the following 46-bits: 010100100110010101110010 v) Represent this string as a hexadecimal number. vi) What characters are represented by these 46-bits? vii) What pair of integers is represented by these 46-bits? viii) What pair of floating point numbers could be represented by these 46-bits? ix) What is the range of the floating point numbers could be represented by each of the two 34-bit patterns. 4 Due date: Friday 6 April, 4236 S3 4236 MAT3323 Question 4 [8 marks] In computers, colours are created by blending different combinations of red, green and blue. These colours are normally specified as three twodigit hexadecimal numbers in html, photoshop, gimp etc. For example, Brown is specified as A62929 to indicate the proportions of red, green and blue required. For grey shades the three proportions will always be equal. Moreover FF indicates that the colour is fully saturated. Hence, white corresponds to FFFFFF and Black 000000; while red is FF0000, green is 00FF00, and blue is 0000FF. This colour system is called RGB. Other applications, such as Sci/Matlab require the RGB colours to be specified in terms of the fraction of each colour required. In this case, the colour is specified by three numbers between 0 and 1, with 1 representing full colour saturation. White in this system is (1, 1, 1), and Black is (0, 0, 0). Brown in this system is given as (0.65, 0.16, 0.16); while red is (1, 0, 0); green is (0, 1, 0) and blue is (0, 0, 1). This representation is referred as the RGB colour fraction. Given that different systems are used in different applications, it is important to be able to convert between the two representations. The largest number that can be represented by a two-digit hexadecimal number is FF so we know that there are 478 possible shades of RGB that can be represented, each with a maximum value of 477. Hence, to convert the hexadecimal colour representation to a colour fraction, the following has to be done: 3. Convert each hexadecimal colour number to its decimal equivalent. 4. Divide each decimal by 255. 5. Record each fraction as the colour fraction required for that colour. Converting from a colour fraction to the hexadecimal version is the reverse of the above. To illustrate, let us consider Brown. Its shade of red is A616 . As its hexadecimal value corresponds to 166. Hence, the fraction amount of red required is: 166 255 0.65. Similarly for green the decimal equivalent of 2916 is 41. Therefore, the green colour fraction is: 41 255 0.16. The blue colour fraction for Brown is also 0.16. i) Convert the RGB values for the colours below to their equivalent RGB colour fractions. Round your answers to two decimal places. Colour name Colour Hexadecimal Rosy Brown BC8F8F Dark Khaki BDB76B Firebrick B22222 Due date: Friday 6 April, 4236 5 MAT3323 S3 4236 ii) Convert the colour fractions for the colours below to their equivalent hexadecimal values. Colour name Colour Colour fraction Deep Pink (1.000, 0.0784, 0.576) Royal Blue (0.255, 0.411, 0.882) Lime (2.4,2.:,2.4) Question 5 [: marks] i) a) Write pseudocode for an iterative algorithm which takes as its input a list of numbers and returns a list of numbers. The algorithm leaves the first number alone, but multiples each of the remaining numbers in the list by the number immediately proceeding it in the list. For example: if the input list is [5, 4,−1, 2] than the algorithm would return [5, 20,−4,−2]. b) Trace your pseudocode for Question 5(a) using [5, 4,−1, 2] as the input list. ii) Consider the following algorithm. 3. Input y be a non-fractional number in base 8. 4. s 0. 5. for i = 1 to n the number of digits in y. 5.3. s s + 8i−1 × i’th digit of y from the right 6. end for 7. output s a) Trace the algorithm starting with the input y = 1703. b) What changes would need to be made to the algorthm to convert hexadecimal to decimal? Document these changes using pseudocode. Table 3: Hexadecimal map giving the value of the : bits used to store any of the 34: standard ASCII (American Standard Code for Information Interchange) characters in our computer. 2 3 4 5 6 7 8 9 : ; A B C D E F 234 ! ” # $ % & ’ ( ) ? + , – . / 5 2 3 4 5 6 7 8 9 : ; : ; < = > ? 6 @ A B C D E F G H I J K L M N O 7 P Q R S T U V W X Y Z [ \ ] ^ _ 8 ‘ a b c d e f g h i j k l m n o 9 p q r s t u v w x y z { | } END OF ASSIGNMENT QUESTIONS 6 Due date: Friday 6 April, 4236 S3 4236 MAT3323 Steps required to produce a PDF/A file from Microsoft Word 4232. 3. Save the document as a .docx file. 4. Go to the File menu and select Save As. 5. You should now see the dialog box in Figure 3. In this dialog make sure the Save as type is PDF, as shown in Figure 3. Figure 3: Word 4232 Save As dialog with the Save as type: PDF circled. 6. Select Options from the Save As dialog box shown in Figure 3. A new window outlining extended options will appear as shown in Figure 4. Make sure that ISO 3;227-3 compliant (PDF/A) is selected as shown in Figure 4. Once completed click OK. Figure 4: Word 4232 extend PDF options with the ISO 3;227-3 compliant (PDF/A) check box highlighted. 7. Save the file with an appropriate filename. If it is your final assignment submission make sure you include your student number and course code in the file name. Due date: Friday 6 April, 4236 7

Question 1 1. When the rules of perspective are applied in order to represent unusual points of view, we call this ________. a. foreshortening b. chiaroscuro c. convergence d. highlight e. overlapping 10 points Question 2 1. A flat work of art has two dimensions: ________ and width. a. breadth b. depth c. size d. mass e. height 10 points Question 3 1. Méret Oppenheim was part of an art movement that rejected rational, conscious thought. Her fur-lined teacup and saucer, Object, conjures an unexpected and illogical sensation for the viewer by using ________ texture. a. smooth b. familiar c. expected d. subversive e. silky 10 points Question 4 1. In James Allen’s etching The Connectors, an image of workers erecting the Empire State Building, the artist created a feeling of great height by using ________ line to lead the viewer’s eye diagonally downward. a. horizontal b. communicative c. regular d. directional e. implied 10 points Question 5 1. Because it is three-dimensional, a form has these three spatial measurements: height, width, and ________. a. mass b. length c. size d. depth e. strength 10 points Question 6 1. The ancient Egyptian depiction of the journey of the Sun god Re (0.1) was painted on ________. a. stone b. a coffin c. the wall of a tomb d. copper e. a vase 10 points Question 7 1. The area covered by a pattern is called the ________. a. field b. motif c. background d. size e. foreground 10 points Question 8 1. ________ balance is achieved when two halves of a composition are not mirror images of each other. a. unified b. radial c. varied d. asymmetrical e. symmetrical 10 points Question 9 1. In Audrey Flack’s Marilyn Monroe, the burning candle, the flower, and the hourglass are typical of a kind of symbolism in art that reminds us of death. This kind of symbolism is known as ________. a. vanitas b. feminism c. abstract d. eternal e. none of the other answers 10 points Question 10 1. Tibetan Buddhist monks create colored sand images with a radial design. This representation of the universe is called a ________. a. prayer wheel b. rotunda c. mandala d. prayer flag e. lotus 10 points Question 11 1. In The School of Athens, Raphael focused our attention on two Greek philosophers positioned in the center of the work. They are ________ and ________. a. Plato . . . Aristotle b. Aristotle . . . Socrates c. Diogenes . . . Socrates d. Diogenes . . . Aristotle e. Socrates . . . Plato 10 points Question 12 1. In his Obey campaign poster Shepard Fairey used a striking contrast between positive and ________ shapes to attract the attention of the public. a. figure–ground reversal b. implied c. geometric d. organic e. negative 10 points Question 13 1. The Italian architect Andrea Palladio created a radial design in his plan for the Villa Capra. This building is also called the ________. a. Colosseum b. Pantheon c. Villa Rotonda d. Villa Caprese e. Parthenon 10 points Question 14 1. The French artist Georges Seurat employed a new technique to create a jewel-like diffusion of light and vibration of color in his work The Circus. This type of painting, made up of small dots of color, is known as ________. a. Fauvism b. Luminism c. pointillism d. Pop art e. Impressionism 10 points Question 15 1. The rarity of an artwork, and its value, are often closely related. True False 10 points Question 16 1. By orienting lines so that they attract attention to a specific area of a work of art the artist is using ________. a. actual line b. implied line c. directional line d. measured line e. chaotic line 10 points Question 17 1. Kindred Spirits by Asher Brown Durand uses the effects of ________ to give a sense of the vastness of the American landscape. a. pencil drawing b. geometry c. atmospheric perspective d. foreshortening e. color 10 points Question 18 1. The opposite of emphasis is ________. a. subordination b. tone c. focal point d. color e. proportion 10 points Question 19 1. Gustav Klimt’s portrait of Adele Bloch-Bauer was typical of his portraits of the wives and sisters of ________. a. foreign tourists b. Nazi rulers c. German scientists d. Austrian businessmen e. important politicians 10 points Question 20 1. The combination of jarring vertical and diagonal lines in Vincent van Gogh’s The Bedroom creates an atmosphere of ________. a. happiness b. rest c. anxiety d. expectation e. calm 10 points Question 21 1. If the clothing of the saint was the only light area in The Funeral of St. Bonaventure, the viewer’s eye would not be easily drawn to any other areas of the composition. True False 10 points Question 22 1. Miriam Schapiro’s collage Baby Blocks combines two different kinds of shape. ________ is the term used to describe a shape that suggests the natural world, while the term geometric suggests mathematical regularity. a. conceptual b. implied c. organic d. regular e. artificial 10 points Question 23 1. Any of the ________ of art can help focus our interest on specific areas of a work of art. a. styles b. elements c. periods d. tones e. themes 10 points Question 24 1. An artwork can be described as non-objective if its subject matter is ________. a. three-dimensional b. difficult c. unrecognizable d. recognizable e. animals 10 points Question 25 1. Match the methodological approach with its definition: biographical analysis feminist analysis formal analysis contextual analysis 2. iconographical analysis a. analyzes the use of formal elements in a work. b. considers the role of women in an artwork c. interprets objects and figures in the artwork as symbols d. considers the artist’s personal experiences e. considers the religious, political, and social environment in which the artwork was made and viewed 10 points Question 26 1. Alexander Calder invented the ________, a type of suspended, balanced sculpture that uses air currents to power its movement. a. mime b. relief c. mobile d. stabile e. zoetrope 10 points Question 27 1. Louise Nevelson’s work White Vertical Water is a realistic depiction of fish in a river. True False 10 points Question 28 1. William G. Wall’s Fort Edward was published as a ________. a. print b. watercolor c. photograph d. oil painting e. newspaper article 10 points Question 29 1. Artemisia Gentileschi worked during this stylistic and historical period. a. Surrealism b. Impressionism c. Baroque d. Renaissance e. Pop art 10 points Question 30 1. The process of using a series of parallel lines set close to one another to differentiate planes of value in a work of art is called ________. a. highlight b. core shadow c. perspective d. hatching e. palette 10 points Question 31 1. The artist Canaletto, in his drawing of the Ducal Palace in Venice, created an impression of three dimensions by using line to show the division between ________. a. planes b. two figures c. colors d. time periods e. mountains 10 points Question 32 1. Marisol’s work Father Damien was created to memorialize the heroism of a priest who lost his life helping the victims of leprosy. This sculpture stands in front of the State Capitol Building in the U.S. State of ________. a. Arizona b. Pennsylvania c. Utah d. Tennessee e. Hawaii 10 points Question 33 1. The medium of Marc Quinn’s Self is: a. clay b. the artist’s toenail clippings c. wood d. real human hair e. the artist’s own blood 10 points Question 34 1. The work now known as the Watts Towers was in fact given a different title by its creator. That title was ________. a. Nuestro Pueblo b. LA Towers c. Found Objects d. it had no title originally e. Skyscrapers 1 and 2 10 points Question 35 1. Why do we presume that the head of a woman from Benin (0.18) was made for someone wealthy? a. because it was made to be shown in a museum b. because it strongly resembles the Queen c. because it has a price carved on the back d. because it was made from rare ivory e. it was definitely not made for anyone wealthy 10 points Question 36 1. Shahzia Sikander’s art is best described as Abstract Expressionism Naturalist sculpture Pop Art Miniature Painting 10 points Question 37 1. A sunset is a work of art. True False 10 points Question 38 1. A mens’ urinal became a well known artwork in the 20th century. True False 10 points Question 39 1. Which artist has torn out people’s lawns to design and build edible gardens across the country? Andrea Zittel Fritz Haeg Ruben Ortiz Torres Mark Newport